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How important are learning strategies or personal attributes for learning outside of domain-specific knowledge or twenty-first-century transversal skills when predicting academic success in higher education? To address this question, we conducted a longitudinal study among 1,681 students at one of the leading universities in Hungary. Students took four tests and questionnaires when they entered the university. They measured knowledge from their previous studies (reading and mathematics), twenty-first-century skills like problem-solving and non-cognitive variables in learning strategies, motivation and attitudes. In the next five years, we followed their academic progress with the aim of detecting cognitive and non-cognitive predictors of academic success toward obtaining a degree and developing training programmes for the most important predictors to boost the probability of academic success. The overarching model, which was controlled for students' socio-economic background, determined 18.4% of the variance in later academic success. Domain-specific knowledge from previous studies and learning motivation emerged as the strongest predictor, learning strategies proved to be the most stable of the other mediating factors as an independent predictor, and twenty-first-century transversal skills proved to be unimportant in earning a university degree. Results highlight the importance of transforming higher education so that it is consistent with the expectations of the twenty-first-century labour market, a future-fit education in Hungary. [ABSTRACT FROM AUTHOR]

The article presents the discussion on contribution to innumerable learning and expanding the network of constructive meanings as a learning strategy. Topics include encompassing project planning and studying, applying the Ventsim software, and the design of a teaching laboratory with sensors and microcontrollers using the Internet of Things (IoT); and propose the creation of a modular underground mine ventilation laboratory to facilitate engineering teaching.

Teachers' instructions on learning strategies play a key role on how students study. However, how the effectiveness of learning strategies can be matched to different types of knowledge in a diversity of subject content has remained unexplored. In the present study, we related the effectiveness of learning strategies to different types of knowledge through an umbrella review. Furthermore, using focus-groups interviews, we explored the relation between school subjects and these knowledge types. We concluded that the effects of particular learning strategies vary across different learning objectives of the subjects and we offered suggestions for the instruction of effective learning strategies. [ABSTRACT FROM AUTHOR]

Teachers’ instructions on learning strategies play a key role on how students study. However, how the effectiveness of learning strategies can be matched to different types of knowledge in a diversity of subject content has remained unexplored. In the present study, we related the effectiveness of learning strategies to different types of knowledge through an umbrella review. Furthermore, using focus-groups interviews, we explored the relation between school subjects and these knowledge types. We concluded that the effects of particular learning strategies vary across different learning objectives of the subjects and we offered suggestions for the instruction of effective learning strategies.

During this pandemic period, many external quality assurance agencies organised their external assessment visits to higher education institutions virtually. This has been an experience that must be valued, determining whether in future it makes sense to continue organising visits virtually or adopting other similar formats. To this end, this article presents the results of a survey carried out among participants in 100 external assessment panels. Four different items have been analysed: satisfaction with different aspects of the virtual site visits, overall satisfaction, the visit of the facilities and the future of virtual visits. The results show that satisfaction with the process is very broad. Moreover, the physical visit to the facilities is still valued very positively. Few statistically significant differences have been found between programme and institutional accreditation processes, which suggests that whatever the future proposal is, it would follow a similar strategy in both cases. [ABSTRACT FROM AUTHOR]

Current higher education is based on a competence development approach including generic competences for the integral development of students. Degrees have been designed based on this paradigm centered on lifelong learning, self-regulated learning strategies and active methodologies in which the student is the core of the formative process, aiming at contributing to develop the key competence learning to learn. In the present paper, strategies for generic competences development and evaluation are discussed in tile context of engineering and technical courses and degrees. Challenges in competence assessment as well as alignment of formative assessment, methodologies and learning outcomes are discussed based on a series of experiences. Experience evidence that competence development requires designing activities oriented towards competence development, in which learning outcomes and assessment procedures are clearly defined. The alignment of these three elements is the key for competence development since succeeding in a course by achieving the defined learning outcomes implies succeeding in the acquisition of the generic competences planned. Through the paper it is also discussed that competence evaluation is a challenge for university teachers. for which they will need to be formed and trained, and provided with institutional support. [ABSTRACT FROM AUTHOR]

English coursebooks have been the most basic sources of English teaching in the modern age. There are a number of reasons that make these books so popular. First of all, the processes that start with the determination of the students' levels continue with the preparation and presentation of materials suitable for their level. In addition, because the methodology and strategy that will be useful to teachers are presented in a certain way in the textbooks, they are very attractive for everyone. However, there are also criticisms of the textbooks. The effect of presenting the same design in all the units of the book "Scope", which is discussed in this study, on the students is handled. Besides being educational and informative, this design has been found to be boring after a while for the students. [ABSTRACT FROM AUTHOR]

The main aim of this study is to demonstrate a regular and adaptive online by exploring important factors for online student success. To produce a higher quality of learning the Flipped Classes (FC) were implemented which are more effective to interact with the students. The paper proposes a Query-Based Flipped Classes (QFC), where a set of questions related to the content are pre-prepared. Here, set of students are divided and questions are circulated among the students during the on-going online session for every 15 minutes. This theory increases the learning skills of students making the student more responsible towards the teachers and their progress in studies. Also, the theory helps the teachers in checking the attentiveness and regularization of each student by evaluating their answers for the visualized queries at the end of the session. At end of the session students' feedback about the query-based learning is collected to study the involvement in the new type of learning. A result analysis of students' enhanced progress after the proposed theory implementation is noted and produced. [ABSTRACT FROM AUTHOR]

One of the indicators of achieving the graduate attribute, Investigation, is to review the research literature, which needs both critical thinking and critical reading skills. The SQ4R strategy is used to develop the students' reading comprehension skills together with critical thinking. Thus, the main objective of this research is to develop the reading skills of students so that they will be able to conduct investigations using research-based knowledge. Semester Four Civil Engineering undergraduates were selected as the sample group and the quasi-experimental approach was used in this study. The results of the t-test revealed that there is a significant improvement from the pre-test to the post-test of the experimental group, which indicates that the SQ4R strategy was effective in developing reading comprehension skills. The students' write-up described how some of the students developed their thinking from a lower stage of Perry's model of cognitive development to an upper stage. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the different views of educators and students on Forced Online Distance Education during the Corona virus disease 2019 (COVID-19) lock-down. Such differences in views can be a source of misunderstanding, leading to unintended side effects. Online open-ended surveys resulted in 1341 comments received from 210 university educators and 347 students. The coding, based on the principles of Grounded Theory, resulted in 35 concepts, organized into 6 categories. The main findings were that students and educators shared most of the negative and positive views; however, there exist unique views that are not shared between the two groups. The negative views outweigh the positive ones, and educators are more negative than students. The category 'Perceived usefulness' is the most positive and 'Technology' the most negative category. Positive views were attributed to the quality of life, not the quality of the study. The most important contribution of the work to the existing body of knowledge is the comparative analysis of the unconstrained views of students and their educators about Online Learning Environments (OLE) as the workhorse of Forced Online Distance Education (FODE). The results of this study can be helpful for institutional evaluators, since they reveal undesirable side effects that are usually overlooked. The study brings a new, deeper look at Forced Online Distance Education and the non-neutral role of digital technology in it. [ABSTRACT FROM AUTHOR]

This study explored effects of question generation instructions on students' attitudes towards question generation and strategy use. Three hundred seventy-four Japanese college students in two psychology classes participated in lectures after a pre-lecture preparation time and completed questionnaires on attitudes towards question generation and learning strategy use in and outside the classroom. Students in the "instruction group" were instructed on how to develop questions during lecture preparation to better understand the upcoming lecture. In the "connecting group", in addition to instruction, the questions students generated during preparation were linked to lecture content. The results showed that instruction significantly decreases students' perception of difficulty regarding question generation and increases learning outside the classroom. The result also suggested that connecting questions to lecture content increased students' use of micro-understanding focused strategies during preparation and increased positive attitudes towards question generation of students who did not place importance on meaningful learning. [ABSTRACT FROM AUTHOR]

Associative learning strategy (ALS) is an important means of acquiring vocabulary—especially in L2 learning. This study proposes a method to identify the associative learning mechanism based on complex network theory. First, a distributed association strategy (DAS) for the associative learning of L2 learners based on distributed language learning is analyzed, and a dynamic vocabulary network model based on DAS is constructed. Second, by analyzing the topological parameters, the external form and overall characteristics of the vocabulary network and three questions regarding its impact on vocabulary acquisition are discussed. A case study involving the foreign language learning and teaching of undergraduate students is used to illustrate this method. The results show that the proposed method can effectively reflect the associative learning process of acquiring vocabulary. Results also reveal the dynamic and evolutionary laws governing vocabulary networks when using ALS, as well as small world and scale-free characteristics. [ABSTRACT FROM AUTHOR]

Task value has a considerable effect on one's interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students' test performance in English. A questionnaire survey was conducted with 776 Grade 11 EFL vocational high school students in Taiwan. The path model revealed that the participants' English test scores were strongly influenced by the task value. Only metacognitive and cognitive strategies mediated the relationship between task value and English test score. Emotion control strategies did not mediate the relationship between them. Students' subject specialization had a direct influence on students' English test score, but the learning strategies did not play a mediating role between them. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reform efforts in undergraduate science, technology, engineering, and mathematics (STEM) instruction often emphasize student-centered teaching approaches, but relatively little attention is paid to the way STEM teachers use discourse when interacting with their students. In the present study, we examined the instructional and discourse behaviors of biology faculty members (N = 20) teaching in undergraduate biology classes. Although we found that the biology teachers spent most of their time guiding student learning in active learning activities and less time presenting, an analysis of their classroom communicative approaches showed that the participants mostly used authoritative and not dialogic discourse to teach biology content. Similarly, we found a strong positive correlation between biology teachers guiding student learning and authoritative, interactive approaches, suggesting that these teachers mostly asked the students to recall facts or basic concepts rather than asking them to collaboratively build knowledge. We describe the implications of these findings and our results for undergraduate biology instruction. [ABSTRACT FROM AUTHOR]

The article highlights the importance for consideration of flipped learning using innovative learning instruction strategies and technologies. Topics include promotion of active learning and higher order thinking with innovative flipped learning strategies and supporting systems; and researchers' study on investigation of the effectiveness of such learning by comparing its performance with that of traditional instruction.

This study examines the potential effect of Shaping the Way We Teach English, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers' instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, and reflection, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants' instructional practices. Descriptive statistics were used to compare the participants' performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at a=0.05) in their instructional practices before and after the treatment, in favor of the latter. The study concludes with pedagogical implications and recommendations for further research. [ABSTRACT FROM AUTHOR]

Epistemic motivation, which is the desire to understand the environment and others' emotions more accurately, influences individuals' behaviour. To explore the role of university students' epistemic motivation in learning, I examined the interaction effects of teachers' emotional feedback type (positive vs. negative) × students' epistemic motivation level (high vs. low) × task type (divergent vs. convergent) on enjoyment, effort, feedback perception and performance. Regardless of task type, students in the high epistemic motivation condition showed higher task effort and performance, whereas students in the low epistemic motivation condition showed lower task enjoyment when receiving negative emotional feedback. The students who undertook a divergent-thinking task in the low epistemic motivation condition and received negative (vs. positive) emotional feedback perceived that the feedback was less helpful in improving their performance. This study indicates that the effects of negative emotional feedback on learning can be differentiated by students' epistemic motivation level and task type. [ABSTRACT FROM AUTHOR]

The purpose of present study was to investigate the impact of achievement emotions during Statistics Class on the use of learning strategies. This study involved 339 of undergraduate students of Faculty of Education, Universitas Negeri Semarang, who take the statistics class. The hierarchical regression analysis showed that students' enjoyment positively predicted the use of rehearsal, elaboration, and organization learning strategies. In contrast, not all negative emotions have correlation with the use of learning strategies. Boredom positively predicted the use of rehearsal, but negatively predicted the use of elaboration. Then, angry negatively predicted the use of rehearsal. Findings of present study asserted the importance of enjoyment during class to encourage students use the appropriate and adaptive learning strategies. [ABSTRACT FROM AUTHOR]

Abstract In the current study, the underlying factor structure of the learning strategies part of the Motivated Strategies for Learning Questionnaire (MSLQ), originally designed for traditional college students, was explored and a best-fit-solution for subscales was proposed for students in adult distance education (DE). Factor analyses revealed five factors (management of time and effort; complex cognitive strategy use; simple cognitive strategy use; contacts with others; academic thinking), including fewer items, which resulted in a shorter list than the original learning strategies part of the MSLQ. Cognitive strategies and management of time and effort were used most by adult DE students, contacts with others were used least. Compared to traditional college students, the findings in adult DE may be explained by a differential interpretation of items based on differences between educational systems, living and study circumstances, and age and experiences. The newly developed subscales may be considered for future research on learning strategies of students within adult DE in which the students can determine their own time, place, and pace of study. Highlights • Not all MSLQ subscales are applicable for distance education. • Learning strategy use differs between college and distance education. • Age and distance educational characteristics relate to learning strategy use. • 9 MSLQ learning strategies scales for college students do not fit distance education. • Only 5 subscales for MSLQ-learning strategy use in distance education students [ABSTRACT FROM AUTHOR]

Learning and performance goal orientations, two motivational orientations that guide salespeople's behavior, are related to working smart and hard. Working smart is defined as the engagement in activities that serve to develop knowledge of sales situations and utilize this knowledge in selling behavior. It is found that a learning goal orientation motivates working both smart and hard, whereas a performance goal orientation motivates only working hard. The goal orientations also are found to be alterable through supervisory feedback. Furthermore, self-efficacy, salespeople's confidence in their overall selling abilities, is found to moderate some of the relationships with the goal orientations. [ABSTRACT FROM AUTHOR]

College instructors are often afraid to use active learning instructional strategies because they fear that students may complain and/or give them lower evaluations of teaching. In this paper, we present data from a survey of 431 physics instructors who had attended the Physics and Astronomy New Faculty Workshop and who attempted to incorporate active learning into their introductory course. Nearly half of respondents (48%) felt that their student evaluations increased, one-third (32%) felt that their student evaluations had not been impacted, and one-fifth (20%) felt that their student evaluations decreased. Thus, contrary to common fears, for these instructors the most likely result from the incorporation of active learning was an increase in student evaluations. [ABSTRACT FROM AUTHOR]

Abstract The synthesis of the antenna is a multi-objective problem which contains large-scale decision variables including but not limited to the elements' locations, amplitudes, and phases. Numerous researches have introduced heuristic algorithms on the synthesis optimization, and some of them employed multi-objective strategies which are proved to provide better optimal solutions for deciders. Moreover, since more complex relationships and a larger number of decision variables have appeared in nowadays array antennas, the study simultaneously considers high-dimensional decision space, as well as the multiple requirements is essential for highly directive patterns. However, no existing literature can be found in the corresponding field to the best of our knowledge. In this paper, a probability-based coevolving particle swarm optimization (PCMOPSO) is proposed for multi-objective optimization. In PCMOPSO, decision variables are allocated into subgroups based on the cooperative coevolution framework, and then optimized through the probability-based learning strategy to accelerate convergence simultaneously with maintaining diversity. Meanwhile, a grouping penalty (GP) technique is proposed to improve the grouping technique in PCMOPSO. The proposed algorithm has been tested for efficacy on several benchmark functions under different decision dimensions. The experimental results exhibit that PCMOPSO has superior performance relative to other similar methods. Furthermore, PCMOPSO is applied to optimize the array parameters under several antenna synthesis environments, including large array design cases. Significant improvement was obtained compared to other state-of-the-art multi-objective algorithms and known optimal solutions in the literature. Highlights • A novel probability-based learning mechanism for adjusting learning directions is introduced. • The coevolving PSO under multi-objective environment is redefined, and a novel grouping strategy is presented. • The proposed algorithm shows superior or competitive performance on benchmark test. • The study provides better solutions comparing to antenna synthesis in previous literatures. • The algorithm obtains significant better performance in comparison with state-of-the-art algorithms on large antenna synthesis. [ABSTRACT FROM AUTHOR]

Copyright of Voces y Silencios is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval practice, in introductory teacher education textbooks and syllabi. We examined 61 textbooks used in Flemish and Dutch teacher education programmes (TEPs) by inventorying descriptive and prescriptive information on these strategies therein. Also, we analysed whether the coverage referred to actual research. The results indicated that mostly textbooks fail to fully represent the strategies. Accurate textbooks are used in a minority of TEPs. Implications and challenges for authors, TEPs and policy-makers are discussed. [ABSTRACT FROM AUTHOR]

The success of an application programming interface (API) crucially depends on how well its documentation meets the information needs of software developers. Previous research suggests that these information needs have not been sufficiently understood. This article presents the results of a series of semistructured interviews and a follow-up questionnaire conducted to explore the learning goals and learning strategies of software developers, the information resources they turn to and the quality criteria they apply to API documentation. Our results show that developers initially try to form a global understanding regarding the overall purpose and main features of an API, but then adopt either a concepts-oriented or a code-oriented learning strategy that API documentation both needs to address. Our results also show that general quality criteria such as completeness and clarity are relevant to API documentation as well. Developing and maintaining API documentation therefore need to involve the expertise of communication professionals. [ABSTRACT FROM AUTHOR]

Existing literature outlines the quality and location of activation in the prefrontal cortex (PFC) during working memory (WM) tasks. However, the effects of individual differences on the underlying neural process of WM tasks are still unclear. In this functional near infrared spectroscopy study, we administered a visual and auditory n-back task to examine activation in the PFC while considering the influences of task performance, and preferred learning strategy (VARK score). While controlling for age, results indicated that high performance (HP) subjects (accuracy > 90%) showed task dependent lower activation compared to normal performance subjects in PFC region Specifically HP groups showed lower activation in left dorsolateral PFC (DLPFC) region during performance of auditory task whereas during visual task they showed lower activation in the right DLPFC. After accounting for learning style, we found a correlation between visual and aural VARK score and level of activation in the PFC. Subjects with higher visual VARK scores displayed lower activation during auditory task in left DLPFC, while those with higher visual scores exhibited higher activation during visual task in bilateral DLPFC. During performance of auditory task, HP subjects had higher visual VARK scores compared to NP subjects indicating an effect of learning style on the task performance and activation. The results of this study show that learning style and task performance can influence PFC activation, with applications toward neurological implications of learning style and populations with deficits in auditory or visual processing. [ABSTRACT FROM AUTHOR]

Background: Tutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of "Cytology and Histology" (CH) (47/186; 25.3%) and "Veterinary Pharmacology" (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students' examination scores and attendance as well as a satisfaction survey. Results: Although the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77.2%; p = 0.026), scaled (p = 0.001) and numerical scores (final score, p = 0.001). Conclusions: Online tutoring support, together with conventional teaching methods, may be a useful method to incorporate student-centered learning in basic subjects in Veterinary Science. [ABSTRACT FROM AUTHOR]

In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (n = 12) or a new program (n = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom's learning taxonomy and progress toward self-actualization, the top of Maslow's hierarchy of needs. These results can be achieved by the combination of Apaydin's 3A approach and integrative learning. Design/methodology/approach -- The results of the exploratory study of student self-inquiry are analyzed using content analysis method. Findings -- The results indicate that students who underwent through metacognitive instruction exhibit higher cognitive skills than the control group. These skills were manifested in more detailed and extensive responses, more long-term orientation, and higher thrive toward self-development. The study also identified significant gender differences. Research limitations/implications -- Only two raters reviewed the categories. Increasing the number of raters would potentially increase the reliability and validity of this study. The data were collected in one university in one country. Similar studies conducted in different settings could produce different results. Since the control group was self-selected, it might lead to a performance bias in this group. Practical implications -- This research has practical implications for improving self-awareness and metacognition of the students. The addition of an unexpected self-applied perspective and application of Problem Solving Algorithm (PSA) to themselves enables the students to see the value of otherwise abstract concepts presented in the textbooks and forgotten immediately after the semester is over. Social implications -- The students can be socially more prepared to become self-aware professionals and thus improve their career options. Originality/value -- To the authors' knowledge, this is the first study in the educational research which investigates the impact of implementation of metacognitive instructional techniques on student self-awareness and performance, which has immediate practical implication for student learning and success. [ABSTRACT FROM AUTHOR]

Vocabulary knowledge is considered to be key to language comprehension and speech production. Although there is considerable research literature on vocabulary learning, there is no consensus on which vocabulary teaching / learning strategy is the most successful. The article describes the findings of an experimental research study aimed at analysing the effect of concordance-based learning on L3 vocabulary acquisition and retention. L3 is understood in the present research as a chronologically third language acquired by a speaker (Mayo, 2012). The study features 48 participants learning German as a second foreign language subsequently to English who were divided randomly into experimental and control groups. While the experimental group learnt words with the help of online concordance, the control group worked with conventional vocabulary worksheets. A pre-test, a post test, and a delayed vocabulary recall test were conducted with both groups. The study showed that the experimental group outperformed the control group in both post- and delayed tests. The aspect of vocabulary knowledge that was acquired and retained more successfully with concordance-based activities was making up sentences and building collocations with the given key words. The study also demonstrated the usability of concordance-based learning with A1 language level students within the framework of L3 acquisition. [ABSTRACT FROM AUTHOR]

In two studies, we examined the social and cognitive correlates of relational aggression in preschoolers. Participants were 215 4- to 6-year-olds, recruited from differing socioeconomic regions of a major metropolitan city in Iran. Given the mixed findings in the literature about the association between relational aggression and language, we used latent profile analysis to explore profiles of children with different levels of relational aggression and language skills and examined differences in the children’s levels of social and cognitive skills across profiles. Latent profile analysis indicated the presence of three profiles of children: an Adaptive group who had relatively high language skills and low relational aggression, an Expressive group who had relatively high language skills and high relational aggression, and an Inexpressive group with relatively low language skills and low relational aggression. These results were confirmed in a second study with children from varying socio-economic backgrounds. The overall profile shapes were similar in both studies, though the number of children in each profile differed. These differences were explained by referring to the differences in the socio-economic statuses of families. The results also suggested that preschool children who display higher levels of relational aggression and possess more advanced language skills also partially exhibit more highly developed cognitive skills and higher cooperation than their peers. Thus, we conclude that the exhibition of relational aggression in young children is accompanied by relatively high levels of social and cognitive skills. [ABSTRACT FROM AUTHOR]

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners' needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this 'foreign' language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized. [ABSTRACT FROM AUTHOR]

This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those who were exposed to less systematic comprehension strategy instruction. Students who participated in ECSI had more awareness and knowledge of strategies and applied them more frequently than students not in ECSI. A practitioner's framework is proposed to support teachers in developing their own ECSI. [ABSTRACT FROM AUTHOR]

Being overconfident when estimating scores for an upcoming exam is a widespread phenomenon in higher education and presents threats to self-regulated learning and academic performance. The present study sought to investigate how overconfidence and poor monitoring accuracy vary over the length of a college course, and how an intervention consisting of (1) a monitoring exercise and (2) a monitoring and regulation strategy, improves students' monitoring accuracy and academic performance. Moreover, we investigated how personality factors (i.e., grandiose and vulnerable narcissism, optimism) influence monitoring accuracy. We found that the Monitoring and Regulation Strategy positively influenced monitoring accuracy and exam scores, whereas the Monitoring Exercise that confronted students with their overconfidence protected students against overconfidence in the second exam score prediction but did not affect exam score. The results further revealed that exam score predictions lowered from the start to the end of the course for both poor and high performing students, but still leaving poor performers overconfident and high performers underconfident. Topic knowledge gained in the course did not wash out the Dunning Kruger effect, and results indicate that poor and high performers use different cues when predicting exam scores. Both grandiose and vulnerable narcissism contributed to overconfidence on exam score predictions but not on the Monitoring Exercise. These findings underline the potential of the Monitoring and Regulation Strategy intervention and ask for upscaling it to include measurements of self-regulated learning activities. [ABSTRACT FROM AUTHOR]

Digital storytelling is a technology application that has emerged as a powerful teaching and learning tool that engages both teachers and students. Digital storytelling allows students to become creative storytellers through selecting a topic, conducting research, writing a script, and developing the story. However, the use of digital storytelling is absent from the teaching of psychology literature. This preliminary investigation was based on Wann's 1993 study, in which he had students in a social psychology class select a classic experiment from a list, develop a script, and perform the play in class. I modified his technique such that students, instead of performing plays, used digital storytelling. Students completed a multiple-choice pretest and posttest to assess their knowledge about the experiments chosen. They also completed an assignment evaluation survey. The results demonstrated that students' knowledge about their classic experiment and the classic experiments of their classmates increased significantly. The evaluation survey showed that the students believed that the assignment was enjoyable, an interesting learning experience, hard work, and fun. [ABSTRACT FROM AUTHOR]

Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning abstract concepts such as in mathematics. In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach. The experimental results indicated that the proposed approach not only promoted the students'self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did. [ABSTRACT FROM AUTHOR]

This study takes a rarely employed learner's angle in examining how students are learning in the English Medium Instruction (EMI) classroom. Particularly, the study tapped into students' listening strategy use when comprehending the teacher input, a context that is underexplored for strategy research and yet highly important because teacher input predominates in the EMI classroom. An EMI class of Grade 11 Biology in Hong Kong was recruited. Through lesson observations and stimulated recall interviews with a purposively selected sample of eight students, a taxonomy of listening strategies in EMI was constructed. The taxonomy reveals the uniqueness of listening to the teacher in EMI context due to the non-existence of planning and prediction strategies, the identification of novel strategies, and the classification of content-mediated and language-mediated cognitive strategies. Factoring in students' linguistic knowledge and Biology achievement, the findings indicated the usefulness for students to deploy a range of language-mediated, content-mediated and metacognitive strategies in combination. This paper ends with implications for future research and pedagogy in order to make EMI learning and teaching more successful. [ABSTRACT FROM AUTHOR]